Spontaneous Activity in Education, Maria Montessori [read novels website .txt] 📗

morality 275 Science raises society to level of Christian standards 285 Parents' failure to teach sex morality 288 Probable effects of experimental psychology in field of morals 291 Experimental psychology should be directed to the schools 292 Progress of medicine and its relation to new psychology 292 Childish naughtiness a parental misconception 295 Infant life different from the adult 297 Hindering the child's development a moral question for the adult 299 Need of the child "to touch and to act" 300 How the adult prevents him from learning by doing 302 Conceptions of good and bad conduct in the school 305 Mutual aid a high crime in the school 306 Surveillance for vicious habits originating in the school 309 Developing the "social sentiment" in the school 310 "A moral with every lesson" the teacher's aim 311 Injurious system of prizes and punishments the school's mainstay 312 The fallacy of "emulation" 315 Necessity of reforming the school 321 Good conduct dependent on satisfaction of intellectual needs 323 Mere sensory education inadequate 325 Love, the preservative force of life 326 Christianity teaches necessity of mutual love 329     The education of the moral sense.   Moral education must have basis of feeling 331 Adult the stimulus by which child's feeling is exercised 331 How and when the adult should offer affection 332     The essence of moral education.   Importance of perfecting spiritual sensibility 336 Necessity of properly organized environment 336 Helping the child distinguish between right and wrong 336 "Internal sense" of right and wrong 337 Moral conscience capable of development 340     Our insensibility.   Virtuous person and criminal not detected by contact 343 The War as an example of moral insensibility 345 Insensibility distinguished from death of the soul 345 Spiritually, man must either ascend or die 346     Morality and religion.   Conversion, the sudden establishing of moral order 347 The spirit enslaved by sentiments hostile to love 349     The religious sentiment in children.   Crises of conscience and spontaneous religious feeling 351 Some original observations by Dr. Montessori 352

SPONTANEOUS ACTIVITY
IN EDUCATION

I A SURVEY OF THE CHILD'S LIFE

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The general laws which govern the child's psychical health have their parallel in those of its physical health.—Many persons who have asked me to continue my methods of education for very young children on lines that would make them suitable for those over seven years of age, have expressed a doubt whether this would be possible.

The difficulties they put forward are mainly of a moral order.

Should not the child now begin to respect the will of others rather than his own? Should he not some day brace himself to a real effort, compelling him to carry out a necessary, rather than a chosen, task? Finally, should he not learn self-sacrifice, since man's life is not a life of ease and enjoyment?

Some, taking certain practical items of elementary education, which present themselves even at the age of six, and must be seriously envisaged at seven, urge their objection in this form: Now we are face to face with the ugly specter of arithmetical tables, the arid mental gymnastics exacted by grammar. What do you propose? Would you abolish all this, or do you admit that the child must inevitably bow to these necessities?

It is obvious that the whole of the argument revolves round the interpretation of that "liberty" which is the avowed basis of the system of education advocated by me.

Perhaps in a short time all these objections will provoke a smile, and I shall be asked to suppress them, together with my commentary on them, in future editions of this work. But at the present time they have a right to exist, and to be dealt with, although indeed it is not very easy to give a direct, clear and convincing answer to them, because this entails the raising of questions on which everybody has firmly rooted convictions.

A parallel may perhaps serve to save us a good deal of the work. Indirectly, these questions have been answered already by the progress made in the treatment of infants under the guidance of hygiene. How were they treated formerly? Many, no doubt, can still remember certain practises that were regarded as indispensable by the masses. An infant had to be strapped and swaddled, or its legs would grow crooked; the ligament under its tongue had to be slit, to ensure its speaking eventually; it was important that it should always wear a cap to keep its ears from protruding; the position of a recumbent baby was so arranged as not to cause permanent deformity of the tender skull; and good mothers stroked and pinched the little noses of their nurslings to make them grow long and sharp instead of round and snub, and put little gold earrings through the lobes of their ears very soon after birth "to improve their eyesight." Such practises may be already forgotten in some countries; but in others they obtain to this day. Who does not remember the various devices for helping a baby to walk? Even in the first months after birth, at a period of life when the nervous system is not completely developed, and it is impossible for the infant to coordinate its movements, mothers wasted several half-hours of the day "teaching baby to walk." Holding the little creature by the body, they watched the aimless movements of the tiny feet, and deluded themselves with the belief that the child was already making an effort to walk; and because it does actually by degrees begin to arch its feet and move its legs more boldly, the mother attributed its progress to her instruction. When finally the movement had been almost established—though not the equilibrium, and the resulting power to stand on the feet—mothers made use of certain straps with which they held up the baby's body, and thus made it walk on the ground with themselves; or, when they had no time to spare, they put the baby into a kind of bell-shaped basket, the broad base of which prevented it from turning over; they tied the infant into this, hanging its arms outside, its body being supported by the upper edge of the basket; thus the child, though it could not rise on its feet, advanced, moving its legs, and was said to be walking.

Other relics of a very recent past are a species of convex crowns which were put round the heads of babies when they were considered capable of rising to their feet, and were accordingly emancipated from the basket. The child, suddenly left to himself after being accustomed hitherto to supports comparable to the crutches of the cripple, fell perpetually, and the crown was a protection to the head, which would otherwise have been injured.

What were the revelations of Science, when it entered upon the scene for the salvation of the child? It certainly offered no perfected methods for straightening the noses and the ears, nor did it enlighten mothers as to methods of teaching babies to walk immediately after birth. No. It proclaimed first of all that Nature itself will determine the shape of heads, noses, and ears; that man will speak without having the membrane of the tongue cut; and further, that legs will grow straight and that the function of walking will come naturally, and requires no intervention.

Hence it follows that we should leave as much as possible to Nature; and the more the babe is left free to develop, the more rapidly and perfectly will he achieve his proper proportions and higher functions. Thus swaddling bands are abolished, and the "utmost tranquillity in a restful position" is recommended. The infant, with its legs perfectly free, will be left lying full length, and not jogged up and down to "amuse" it, as many persons imagine they are doing by this device. It will not be forced to walk before it is time. When this time comes, it will raise itself and walk spontaneously.

In these days nearly all mothers are convinced of this, and vendors of swaddling-bands, straps, and baskets have practically disappeared.

As a result, babies have straighter legs and walk better and earlier than formerly.

This is an established fact, and a most comforting one; for what a constant anxiety it must have been to believe that the straightness of a child's legs, and the shape of its nose, ears, and head were the direct results of our care! What a responsibility, to which every one must have felt unequal! And what a relief to say: "Nature will think of that. I will leave my baby free, and watch him grow in beauty; I will be a quiescent spectator of the miracle."

Something analogous has been happening with regard to the inner life of the child. We are beset by such anxieties as these: it is necessary to form character, to develop the intelligence, to aid the unfolding and ordering of the emotions. And we ask ourselves how we are to do this. Here and there we touch the soul of the child, or we constrain it by special restrictions, much as mothers used to press the noses of their babies or strap down their ears. And we conceal our anxiety beneath a certain mediocre success, for it is a fact that men do grow up possessing character, intelligence and feeling. But when all these things are lacking, we are vanquished. What are we to do then? Who will give character to a degenerate, intelligence to an idiot, human emotions to a moral maniac?

If it were really true that men acquired all such qualities by these fitful manipulations of their souls, it would suffice to apply a little more energy to the process when these souls are evidently feeble. But this is not sufficient.

Then we are no more the creators of spiritual than of physical forms.

It is Nature, "creation," which regulates all these things. If we are convinced of this, we must admit as a principle the necessity of "not introducing obstacles to natural development"; and instead of having to deal with many separate problems—such as, what are the best aids to the development of character, intelligence and feeling?—one single problem will present itself as the basis of all education: How are we to give the child freedom?

In according this freedom we must take account of principles analogous to those laid down by science for the forms and functions of the body during its period of growth; it is a freedom in which the head, the nose, and the ears will attain the highest beauty, and the gait the utmost perfection possible to the congenital powers of the individual. Thus here again liberty, the sole means, will lead to the maximum development of character, intelligence and sentiment; and will give to us, the educators, peace, and the possibility of contemplating the miracle of growth.

This liberty will further deliver us from the painful weight of a fictitious responsibility and a dangerous illusion.

Woe to us, when we believe ourselves responsible for matters that do not concern us, and delude ourselves with the idea that we are perfecting things that will perfect themselves quite independently of us! For then we are like